Ｉ Ｓ Ｓ Ｎ
０ ３ ８ ６ － ５ ８ ７ ８Technical Note of PWRI No.4446

ICHARM Publication No.45E
Report on 2019-2020
M.Sc. Program,“Water-related Disaster Management Courseof Disaster Management Policy Program”

International Centre for Water Hazard and Risk Management
Under the auspices of UNESCO(ICHARM)
Public Works Research Institute (PWRI)

Copyright © (2024) by P.W.R.I.
All rights reserved. No part of this book may be reproduced by any means, nortransmitted, nor translated into a machine language without the written permission of the
President of P.W.R.I.

この報告書は、国立研究開発法人土木研究所理事長の承認を得て刊行したものである。したがって、本報告書の全部又は一部の転載、複製は、国立研究開
発法人土木研究所理事長の文書による承認を得ずしてこれを行ってはならない。

ISSN 0386-5878
Technical Note of PWRI
No. 4446

Technical Note of PWRI

Report on 2019-2020
M.Sc. Program,“Water-related Disaster Management Course ofDisaster Management Policy Program”

International Centre for Water Hazard and Risk Management
under the auspices of UNESCO (ICHARM)
Public Works Research Institute (PWRI)ISSN 0386-5878
Technical Note of PWRI
No. 4446

Report on 2019-2020
M.Sc. Program,“Water-related Disaster Management Course ofDisaster Management Policy Program”

By
International Centre for Water Hazard and Risk Management
under the auspices of UNESCO (ICHARM)
ITOU Hiroyuki, Deputy Director*
EGASHIRA Shinji, Training and Research Advisor
OKADA Tomoyuki, Chief Researcher*
WASHIO Yoichi, Senior Researcher*
MIYAZAKI Ryosuke, Chief Staff*

ICHARM conducted a one-year Master’s program entitled the “Water-related Disaster Management
Course of Disaster Management Policy Program” from 1st October 2019 to 15th September 2020 incollaboration with the Japan International Cooperation Agency (JICA) and the National Graduate
Institute for Policy Studies (GRIPS). The eleven students were mainly technical officials, engineers or
researchers in the field of river management or water-related disasters in developing countries.
This course aims to foster solution-oriented practitioners with solid theoretical and engineering bases
who can serve for planning and practices of flood management within the framework of integrated river
basin management at all levels from nations to localities.
In the first half of the course, the students mainly attended lectures and exercises; in the second half,they worked on their individual studies, this enabling them to prepare and complete their master’s theses
and to visit numerous locations across Japan over the course of several field trips in order to learn about
up-to-date flood control countermeasures in action.
This report details the course activities and the achievements thereof and aims to contribute
improvements in the next year.

Key Words: Training, Master’s program, Disaster prevention, Flood disaster*As of September 2020

Contents of Report on 2019-2020 M.Sc. program, “Water-related Disaster
Management Course of Disaster Management Policy Program”- Table of Contents -Photo Collection
Chapter 1:

Background and Objectives of this Course ............................................................. 1
1.1
1.2
1.3
1.4
1.5

1.6

Chapter 2:

Background of this Course .............................................................................................1
Objectives of this Course ................................................................................................3
Outputs of this Course ....................................................................................................3
Features of this Course ...................................................................................................4
Qualification for this Course ..........................................................................................4
1.5.1
Application as JICA Participants
1.5.2
Direct Application to GRIPS
1.5.3
Final Decision on Acceptance of Students
Organization of Faculty ..................................................................................................6

Course Content ........................................................................................................... 7
2.1
2.2

2.3

Course Schedule .............................................................................................................7
Course Curriculum .......................................................................................................10
2.2.1
Lectures and Exercises
2.2.2
Lecturers
2.2.3
Field Trips and Lectures Conducted by Officials Related to Disaster
Prevention Administration
2.2.4
Studying and Living Environment
Master’s Thesis .............................................................................................................16

Chapter 3:

2019-2020 Activity Report ....................................................................................... 17

Chapter 4:

Master’s Thesis ......................................................................................................... 23

Chapter 5:

Course Evaluation and Issues for Future Improvement ...................................... 25
5.1

Chapter 6:

Course Evaluation.........................................................................................................25
5.1.1
Course Design
5.1.2
Course Contents
5.1.3
Consideration in This Year

Conclusion................................................................................................................. 36

- Annexes Annex Course Syllabuses ............................................................................................... Annex 1

JICA Opening Ceremony (October 1, 2019)at Auditorium, ICHARM, PWRI.

Congratulatory Address
by Mr. NISHIKAWA,
President of PWRI

Congratulatory Address
by Mr. WATANABE,
Director General of JICA Tsukuba

Address by participant representative,
SILVA ARAUJO Rafael
研修員代表Kiriwai JohnMr.
Mathias氏の決意表明

Photo 1

Welcome Meeting (October 8, 2019)at 2nd floor of ICHARM, PWRI.

Photo 2

Site Visit
Kinu River Basin (1) (October 23 - 25, 2019)

利根大堰・利根導水総合事業所（10月20日）

Ikari Dam （October 24）

Photo 3

Site Visit
Kinu River Basin (2) (October 23 - 25, 2019)
渡良瀬遊水池（10月20日）

Kawaji Dam (October 24)

Photo 4

Site Visit
Kinu River Basin (3) (October 23 - 25, 2019)

Shataku Urasawa Sabo dike（October 25）
Inari River Sabo (October 25)

Photo 5Site Visit
Geospatial Information Authority of JAPAN(November 8, 2019)

Photo 6

Site Visit
Japan Meteorological Agency (November 15, 2019)

Photo 7

Site Visit : Urban River in Japan, Yamanashi （1）(December 18, 19 and 20, 2019)

Metropolitan Area Outer Underground Discharge Channel （December 18）

Photo 8

Site Visit : Urban River in Japan, Yamanashi （2）(December 18, 19 and 20, 2019)

Shingen Dike (December 19)

Confluence of three rivers (December 19)
Near Karigane Park (December 19)

Photo 9

Site Visit
Tsurumi River Basin（３） (December 18, 19 and 20, 2019)
Tsurumi River Basin Center (December 20)

Kawawa Retarding Basin(December 20)
Photo 10

Hydraulic exercise held at an experiment stationin Tsukuba City (December 26, 2019)

Photo 11

Training Workshop on Project Cycle Management(January 7, 8 and 9, 2020), at ICHARM, PWRI

Photo 12

Site Visit
Shikoku Region (1) (February 25, 26, 27, and 28, 2020)
New Kochi Port (February 25)

The central area of Kochi City
from Mt. Godai observation platform(February 25)

Photo 13

Site Visit
Shikoku Region (2) (February 25, 26, 27, and 28, 2020)
Nagoya Chinka bashi (Submerged Bridge)(February 26)

Kusaka River New Floodway
Construction Site （February 26）
Photo 14

Site Visit
Shikoku Region (3) (February 25, 26, 27, and 28, 2020)
Sameura Dam (February 27)

Ikeda Dam (February 27)

Manno Lake （February 27）
Photo 15

Site Visit
Shikoku Region (4) (February 25, 26, 27, and 28, 2020)
Ishii Water-disaster Prevention Station(February 28)

Photo 16

Site Visit
Shinano River Basin （1） (September 2, 3, 4 and 5, 2020)
September 3

Yasuragi levee

Shinano River Ohkouzu
Museum (1)Shinano River Ohkouzu
Museum (2)Museum of Ohkouzu
Diversion Channel (1)Museum of Ohkouzu
Diversion Channel (2)Photo 17

Site Visit
Shinano River Basin （2） (September 2, 3, 4 and 5, 2020)
September 4

Exercise on River Discharge Measurement,
Shinano River (2)Exercise on River Discharge Measurement,
Shinano River (1)Exercise on River Discharge Measurement,
Shinano River (3)Sagurigawa Dam （2)Sagurigawa Dam （1)Photo 18

Site Visit
Shinano River Basin （3） (September 2, 3, 4 and 5, 2020)
September 5

Yamba Dam (1)Yamba Dam (2)Tomioka Silk Mill

Yamba Dam (3)Photo 19

Final Presentation (1)at Auditorium, ICHARM, PWRI. (August 6)

ISLAM Md Masbahul

RAHMAN Md Shahinur

PHUNTOSHO Tashi

DORJI Nima

SILVA ARAUJO Rafael

MARTINS AMENO Herman Ziyang
Photo 20

Final Presentation (2)at Auditorium, ICHARM, PWRI. (August 6)

Khin Si Si Hlaing

Tin Aung Win

MAHARJAN Kapil

MAHARJAN Mahesh

FARIAL Khawar

Photo 21

ＪＩＣＡ Closing Ceremony
at Auditorium, ICHARM, PWRI. (September 14)

Congratulatory Speech by Prof. Sugahara, GRIPS

Presentation of Best Research Award

Congratulatory Speech By Ms. Oda,
Deputy Director of JICA Tsukuba

Presentation of Best Research Award

Congratulatory Speech By Prof. KOIKE,
Executive Director of ICHARM

Presentation of Sontoku Award

Photo 22

ＪＩＣＡ Closing Ceremony
at Auditorium, ICHARM, PWRI. (September 14)

Photo 23

GRIPS Graduation Ceremony
at Lecture room, ICHARM, PWRI. (September 15)

Congratulatory Speech By Dr. Tanaka,
Dean of GRIPS

Address by Dean’s Award Awardee

Photo 24

Chapter 1: Background and Objectives of this Course
1.1

Background of this Course
Natural disasters cause human tragedies and economic losses and hamper the development of
the countries where they occur. In particular, due to recent urbanization in developing countries,
there is a tendency for the poor to be forced to settle in buildings and areas that are vulnerable tonatural disasters. This significantly increases vulnerability to natural disasters in developing
countries.
The mitigation of damage caused by natural disasters, particularly by water-related disasters
such as floods and droughts, is a major challenge that needs to be overcome throughinternational cooperation in order to ensure the sustainable development of societies and thealleviation of poverty. The number of such devastating disasters has been increasing around theworld, and particularly so in Asia and Africa (Figure 1-1). According to a UN population
projection (UN World Urbanization Prospects 2018), the urban population will continue
growing in size and proportion across the world, and most of the growth will be seen indeveloping countries. For example, between 2005 and 2050, the urban population in Asia andAfrica is projected to increase rapidly, growing from 1.631 to 3.479 billion and 0.341 to 1.489
billion, respectively (Figure 1-2). Projections show that rapid population growth will occur inmajor waterfront cities in Asia, e.g., Dhaka (Bangladesh), Mumbai (India), and Jakarta(Indonesia). If appropriate measures are not taken to protect these cities, their vulnerability tolarge-scale water-related disasters, such as floods, storms, and tsunamis, is likely to become
increasingly high (Figure 1-3).
Asia alone accounts for over 80% of worldwide fatalities due to water-related disasters (Figure1-4). Precipitation and its patterns of distribution are predicted to change due to climate change,
and this may exacerbate the intensity and frequency of water-related disasters. Sea level is
expected to rise worldwide due to global warming, which in turn will worsen the water-related
disaster risks in coastal areas, delta areas in the lower reaches of rivers, and small islands.

Figure 1-1 Annual variation in the number of water-related disasters by region(Prepared by ICHARM based on CRED EM-DAT)

1

Population[103persons]

6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000

1950
1975
2005
2030
2050
1950
1975
2005
2030
2050
1950
1975
2005
2030
2050
1950
1975
2005
2030
2050
1950
1975
2005
2030
2050
1950
1975
2005
2030
2050

0

Asia

AfricaEuropeNon-urban Area

Latin America &Caribbean Sea

North America

Oceania

Urban Area

Figure 1-2 Demographic change in urban and non-urban areas by region(Prepared by ICHARM based on World Urbanization Prospects:
2018 Revision by the Population Division, Department of Economic and Social Affairs, UN)

1975-1985
1985-1995
1995-2005
2005-2015
2015-2025
2025-2035

8,000
6,000
4,000

Seoul

Paris

Kinki M.M.A. (Osaka)Tokyo

Moskva (Moscow)

Los Angeles-Long Beach-Santa Ana

Buenos Aires

New York-Newark

Rio de Janeiro

Istanbul

Al-Qahirah (Cairo)

BeijingCiudad de México (Mexico City)São Paulo

ManilaKolkata (Calcutta)

ShanghaiKarachi

Delhi

Jakarta-2,000

Mumbai (Bombay)

0

Dhaka

2,000

Lagos

Increase of Population [103 persons]

10,000Figure 1-3 Demographic changes in major cities worldwide between 1975 and 2035
(Prepared by ICHARM based on World Urbanization Prospects:
2018 Revision by the Population Division, Department of Economic and Social Affairs, UN)

Africa2.6%

Europe0.8%

Oceania
0.5%

America
12.7%

Asia
83%

Figure 1-4
Distribution of fatalities due to water-related disasters(1980–2006)(Prepared by ICHARM based on CRED EM-DAT)2

In order to reduce the impact of natural disasters, well-coordinated risk management to be
executed before, during, and after disasters must be established in a multi-disciplinary manner.
Such management needs to use both structural measures such as dams and levees andnon-structural measures such as flood warning systems, risk maps, and hazard maps, and bothtypes of measures should be planned and implemented by employing the expertise inpsychology, engineering, and other areas. To achieve this management, disaster management
experts must be created through professional education and training. They should be able todevelop practical disaster management policies and technologies based on local conditions andneeds and exchange various types of information with local residents to raise awareness of
disaster prevention in local communities.
Given these circumstances, in order to enhance the capabilities of experts in developing
countries to cope with water-related disasters, ICHARM, the National Graduate Institute for
Policy Studies (GRIPS), and the Japan International Cooperation Agency (JICA) jointly
launched a master’s degree program called the “Water-related Disaster Management Course ofDisaster Management Policy Program” (hereafter referred to as “the course”) in 2007. JICA alsointernally calls it “Group and Region-Focused Training: FLOOD DISASTER RISKREDUCTION.” The course marked its 13th year.
In March 2015, Japan hosted the third United Nations World Conference on Disaster Reduction
in Sendai, Japan, and the government of Japan announced the Sendai Cooperation Initiative forDisaster Risk Reduction. In this initiative, as a country advanced in disaster risk reduction,
Japan declared to provide non-structural assistance such as support for establishing social
systems and enhancing human resources. It also listed concrete measures including humanresource development, training, and technical transfer to assist other countries in planningdisaster risk reduction policies and emergency disaster relief efforts (both domestic andinternational). The intent of this part of the initiative precisely matches the goal of this course,which is capacity development for disaster management policy planning. In step with the spiritof the Sendai Cooperation Initiative, the significance of the course is higher than ever before.
1.2

Objectives of this Course
Against this background described in the previous section, the final goals and objectives of thecourse are set as follows:<Overall Goal>
The damage of water-related disasters is reduced by planning and implementing thecountermeasures of water-related disasters in their countries.
<Program Objective>
The participant’s capacity to practically manage problems and issues concerning water-related
disasters is developed for contributing to the mitigation of water-related disasters in theircountries.

1.3

Outputs of this Course
Participants are expected to achieve the following outputs:(1) To be able to explain basic concepts and theories on the generation process of water-related
disasters, water-related hazard risk evaluation, disaster risk management policy andtechnologies.

3(2) To be able to explain basic concepts and theories on flood countermeasures including
landslide and debris flow.
(3) To formulate the countermeasures to solve the problems and issues concerning
water-related disasters in their countries by applying techniques and knowledge acquired
through the program.
1.4

Features of this Course
The course is characterized by the following three points:
I.

“Problem Solving-Oriented” course
In order to manage large-scale disasters, it is essential to develop disaster management
capabilities at the organizational level as well as at the individual level, since there isalways a limit on what each individual can achieve.
JICA training programs in recent years have shifted their focus to “problem
solving-oriented training,” which aims to improve the ability of organizations to deal withproblems and situations. This shift of the course emphasis is based on the idea that suchtraining delivers a dual benefit. First, the training will be more effective and efficient foreach student if they first identify water issues specific to their countries and study
proactively in order to solve them. Moreover, the training will produce results that arepractical to solve the issues faced by organizations to which each student belongs.
Based on this philosophy, the course is designed to motivate students to find, analyze, andsolve problems independently, rather than to instruct them to do so. One of therequirements for graduation from this course is to write a master’s thesis on an issue thatstudents find critical to their country. Such assignments help students develop the ability
to formulate integrated flood mitigation plans and help them learn how to address otherissues at home.

1.5

II.

“Practical” rather than “Theoretical”
To make the course problem solving-oriented, lectures and exercises put an emphasis onpracticality rather than theory to train students to be able to work effectively in actual
situations. For this reason, field trips are also planned as an essential part of the course forstudents to see disaster management at work.

III.

One-year master’s course
This master’s course is intended for personnel working in administrative organizations.
For this reason, it is designed for them to be able to earn a master’s degree within a single
year rather than the usual two years so that they do not have to be absent from work foran excessively long period.

Qualifications for this Course
There are two ways to participate in this course. In one way, students are recruited and selectedby overseas JICA offices as participants in the JICA training program called “GROUP AND
REGION-FOCUSED TRAINING ON FLOOD DISASTER RISK REDUCTION” and accepted
as GRIPS students. On the other way, students apply directly to GRIPS and are accepted by
GRIPS. In the former way, a local JICA office first consults relevant organizations of thecountry where the office is located regarding whether they would like to send their personnel tothis program. If the organizations show no interest, no students will participate from them.

41.5.1

Application as JICA Participants
A preliminary participation-needs survey identified the candidate countries listed below alongwith eligible organizations and requirements for applicants.
Target Regions or Countries: 12 countries
Bangladesh, Bhutan, Brazil, Republic of North Macedonia, Thailand, Tonga, Indonesia,
Mozambique, Myanmar, Nepal, Pakistan, Philippines
Eligible/Target Organizations:
Governmental organizations concerning river management or water-related disasters
Nominee Qualifications:Applicants should:(1) be nominated by their governments.
(2) be technical officials, engineers, or researchers who have three (3) or more years ofexperience in the field of flood management in governmental organizations.
(*Basically, researchers in universities (e.g., professors) are excluded.)(3) be university graduates, preferably in civil engineering, water resources management,
disaster mitigation, or related departments.
(4) be proficient in basic computer skills.
(5) be proficient in English with a minimum test score of TOEFL iBT 79, PBT 500,
IELTS Academic 6.0 or its equivalent.
(6) be in good health, both physically and mentally, to participate in the program inJapan.
(7) be over twenty-five (25) and under forty (40) years of age.

1.5.2

Direct Application to GRIPS
Requirements for direct application to GRIPS were as follows:

To be eligible for admission to this master's program, an applicant
1) must hold a bachelor's degree or its equivalent from a recognized/accredited university of thehighest standard in the field of civil engineering, water resource management, or disastermitigation.
2)

must have working knowledge of civil engineering, especially of hydraulics and hydrology.

3)must be familiar with mathematics such as differentiation and integration techniques.

4)

must satisfy the English language requirements with a minimum test score of TOEFL iBT 79,
TOEFL PBT500, IELTS Academic 6.0 or its equivalent.

5)

must be in good health.

1.5.3

Final Decision on Acceptance of Students
After recruiting students through 1.5.1 and 1.5.2, the committee of the Disaster Management
Policy Program led by Director SUGAWARA Masaru, a professor of the National Graduate

5Institute for Policy Studies (GRIPS), was held on May 23, 2019, and made the final decision on
the enrollees to the program.
After the discussion among the program committee members, a total of 11 students wereselected.
1.6

Organization of Faculty
The following list shows the faculty members with their positions for the master’s program. Allof them were appointed as faculty members by GRIPS.
International Centre for Water Hazard and Risk Management (ICHARM), PWRI
Collaborating Professor (Executive Director)

KOIKE Toshio

Collaborating Professor (Research and Training Advisor)

EGASHIRA Shinji

Collaborating Associate Professor (Senior Researcher)

OHARA Miho

Collaborating Associate Professor (Senior Researcher)

Abdul Wahid Mohamed RASMY

Collaborating Associate Professor (Senior Researcher)

YOROZUYA Atsuhiro

Collaborating Associate Professor (Researcher)

MIYAMOTO Mamoru

Collaborating Associate Professor (Research Specialist)

USHIYAMA Tomoki

Collaborating Associate Professor (Research Specialist)

HARADA Daisuke

ICHARM researchers also provided advice for students, when necessary, to accommodate theneeds of the students studying issues of different areas.

6Chapter 2: Course Content
2.1

Course Schedule
Oct.

Nov.

Dec.

Lectures

Jan.

Feb.

Mar.

Apr.

Exercises

Individual Study
Individual Study Inception Report(Master Thesis)

1stPresentation

May

Jun.

Jul.

Aug.

Sep.

DegreeProgra m

Individual Study(Master Thesis)

Acti onPl a nNon-degree
tra i ning(Non-degree exercise)Acti onPl a n

3rd
Presentation

2nd
Presentation

4th
Final
Presentation Presentation

Submission to supervisor
Submission to examiner
Submission to GRIPS

Field Trip

Figure 2-1 Conceptual figure of course schedule
The course was conducted over a period of around one year, from September 30, 2019 (arrivaldate) to September 16, 2020 (departure date). The opening guidance at GRIPS was held on
October 3, 2019, and the graduation ceremony on September 15, 2020.
Figure 2-1 shows the course schedule.
The first half of the course (October to March) consisted mainly of “Lectures” (10 subjects) and“Exercises” (5 subjects). “Site Visit” (1 subject) was also conducted several times throughout
the year to enhance the students’ understanding of the content of the lectures. In addition, inorder to provide opportunities for students to learn about the latest knowledge and trends
regarding water-related disasters, they were required to attend ICHARM R&D Seminars heldwith invited experts.
In late March, the Qualification Screening was held, in which the ICHARM faculty determined
whether the students had reached the level of knowledge required to write a master’s thesis.
In the second half of the course (April to September), the students started working exclusively
on their master’s theses as “Individual Study (1 subject)”, while consulting with theirsupervisors (ICHARM researchers, etc.). To report progress in master’s theses, the students had
to make a ten-minute presentation in the “Interim Presentations” session about once every one
to two months. In this session, they received advice from other students and supervisors asnecessary. The final presentation was held at the beginning of August, and they submitted theirmaster’s theses at the end of August.
Table 2-1 shows a summary of the year's course schedule.

7

Table 2-1 Main schedule for the year

Date
2019
October

Event

1st

Opening Ceremony at ICHARM

3rd

Entrance Guidance & Orientation at GRIPS

10th

Site Visit to Sontoku Museum

21st

Presentation on Inception Report

23rd-25th

Site Visit to Kinu River Basin

8th

Visit to Tsukuba Research Institute (GSI)

15th

Visit to Japan Meteorological Agency (JMA)

25th_

Lectures at GRIPS（Nov.25th – Dec.6th）

18th-20thSite Visit to Urban River (Tsurumi River Basin, Kawawa Retarding Basin)

Late

Allocation of Supervisors to M.Sc. Students

2020
January

7th-9thExercise on Project Cycle Management (PCM)

30th

1st Interim Presentation

February

25th-28th

Site Visit to Shikoku Region

November

December

8

Date

Event

April

7th

2nd Interim Presentation

June

8th

3rd Interim Presentation

July

10th

4th Interim Presentation

August3rd

Deadline of the draft thesis to ICHARM Supervisor

6thFinal Presentation

18th

Deadline of final thesis(GRIPS)

19th

Faculty meeting at GRIPS

2nd-5thSite Visit Shinano River(Exercise on river discharge measurement at Shinano River)

14th

Closing Ceremony at ICHARM

15th

Graduation Ceremony at ICHARM

16th－

Return to home country

September9

2.2

Course Curriculum

2.2.1

Lectures and Exercises
This master’s program is oriented towards problem solving and focuses on practicality.
Therefore, in addition to basic subjects on water-related hazard risk management, the program
offers classes for students to learn how to apply knowledge and technology to actual problems.
Table 2-2 shows the list of classes in this master’s program. Overall, the program consists of 16
subjects in three categories: I. Required Course, II. Recommended Course, and III. Elective
Course. Lecture-based classes are in the second category, and exercise-based classes are in thethird category.
Each subject consists of 15 periods. All subjects in the Recommended Course are compulsory(lectures: two credits), all subjects in the Elective Course are optional (exercises: one credit),and the Individual Study counts as ten credits. To be awarded a master’s degree, students mustearn at least 30 credits, 16 credits of which must be from the subjects in the Recommended
Course. Students are awarded a master’s degree in “disaster management” after having earned
the necessary credits and passing the thesis review. Students in this program do not have to takeall subjects to earn the credits required for graduation, but they usually do.
As a reference, the syllabus of each subject, also available on the GRIPS webpage, is shown in
the Annex chapter.

2.2.2

Lecturers
The faculty for this master’s program consists of not only ICHARM researchers but also many
professionals invited from universities and other institutes so that students can learn the latest
knowledge and technologies. As shown in Table 2-3, a total of 33 lecturers joined the faculty
this year from outside and inside ICHARM: 12 from universities, 7 from government agencies,
foundations, research institutes of private corporations, and 14 from ICHARM.
With respect to the implementation of lectures, exercises, and individual studies, the ICHARM
educational staff and thesis supervisors are also contracted as GRIPS coordinating instructors toprovide supervision for students.

2.2.3

Field Trips and Lectures Conducted by Officials Related to Disaster Prevention
Administration
Field trips are also conducted for students to study disaster management structures in place,such as retarding basins, diversion channels, dams, and sediment control and landslide
prevention works, in addition to lectures and exercises at ICHARM. Students also visit theregional bureaus of the Ministry of Land, Infrastructure, Transport and Tourism (MLIT) andlocal government offices to listen to lectures given by disaster prevention officials whose work
involves direct interaction with local residents. These officials lecture about flood informationtransmission systems and flood hazard maps used in Japan, which helps students enhance theirunderstanding of the problems actually encountered by Japanese disaster prevention authorities.
Table 2-4 shows the list of the field trip destinations this year. Such destinations are carefully
selected for students to see representative flood prevention facilities and structures in Japan,
including those they learned in lectures. To ensure that the field trips will not end up with amere leisure activity, students are required to submit reports after each field trip so as to increase
their understanding of effective practice in disaster management.

10

Table 2-2 List of courses

11

Table 2-3 List of Lecturers (positions as of that time)
Lecturer

Affiliation

LectureUniversity
Prof. SUGAHARA Masaru
菅原 賢
Prof. IEDA Hitoshi
家田 仁
Assoc.Prof.SAYAMA Takahiro
佐山 敬洋
Prof. TANAKA Shigenobu
田中 茂信
Prof. SUGAI Toshihiko
須貝 俊彦
Prof. FUKUOKA Shoji
福岡 捷二
Prof. SUMI Tetsuya
角 哲也
Prof. OSANAI Nobutomo
小山内 信智Assoc. Prof. UCHIDA Taro
内田 太郎
Assoc. Prof. KODAKA Akira
小高 暁
Assoc. Prof. MIKAMI Takahiro
三上 貴仁
Prof. TAKEUCHI Kuniyoshi
竹内 邦良

GRIPS
GRIPS
Kyoto University
Kyoto University
University of Tokyo
Chuo University
Kyoto University
GRIPS
Tsukuba University
Keio University
Tokyo City University

Disaster Management Policies B:
from Urban and Community Aspect
Disaster Management Policies A: from
Regional and Infrastructure Aspect
Practice on Flood Forecasting andInundation Analysis
Urban Flood Management andFlood Hazard Mapping
Urban Flood Management andFlood Hazard Mapping
Flood Hydraulics and River
Channel Design
Socio-economic and Environmental Aspects of
Sustainability-oriented Flood Management

Control Measures for Landslide &Debris Flow
Control Measures for Landslide &Debris Flow
Socio-economic and Environmental Aspects of
Sustainability-oriented Flood Management
Socio-economic and Environmental Aspects of
Sustainability-oriented Flood Management

Yamanashi University

Basic Concepts of IFRM

National Research Institute for
Earth Science and Disaster
Resilience

Urban Flood Management andFlood Hazard Mapping

National Research andDevelopment Agency
Prof. HAYASHI Haruo
林 春男

Private sectors, and others
Mr. WATANABE Masayuki
渡辺 正幸
Mr. IMBE Masahiro
忌部 正博
Prof. OHNO Hiroyuki
大野 宏之
Mr. TAKESHI Toshiya
武士 俊也
Dr. SAKAMOTO Tadahiko
坂本 忠彦
Dr. YASUDA Nario
安田 成夫

International Institute for Social
Development and Cooperation
Association for Rainwater Storage
and Infiltration Technology

Basic Concepts of IFRM

Sabo & Landslide TechnicalCenterUrban Flood Management andFlood Hazard Mapping
Control Measures for Landslide &Debris Flow
Control Measures for Landslide &Debris FlowNIPPON KOEI CO., LTD.

Dam Special Lecture

Japan Dam Engineering
CenterDam Special Lecture

Japan Sabo Association

12

ICHARM
Prof. KOIKE Toshio
小池 俊雄

Hydrology,
Site Visit of Water-related Disaster Management Practice in Japan,
Master’s Thesis

Prof. EGASHIRA Shinji
江頭 進治

Mechanics of Sediment Transportation and Channel Change,
Hydraulics,
Master’s Thesis

Dr. FUKAMI Kazuhiko
深見 和彦

Urban Flood Management and Flood Hazard Mapping

Assoc. Prof. OHARA Miho
大原 美保

Socio-economic and Environmental Aspects of Sustainabilityoriented Flood Management
Master’s Thesis

Assoc. Prof. YOROZUYA Atsuhiro
萬矢 敦啓

Practice on GIS and Remote Sensing Technique
Practice on Open Channel Hydraulics
Master’s Thesis

Assoc. Prof. Abdul Wahid
Mohamed RASMY

Computer Programming,
Practice on Flood Forecasting and Inundation Analysis,
Practice on GIS and Remote Sensing Technique
Master’s Thesis

Assoc. Prof. USHIYAMA Tomoki
牛山 朋來Computer Programming,
Master’s Thesis

Dr. UMINO Hitoshi
海野 仁

Socio-economic and Environmental Aspects of Sustainabilityoriented Flood Management

Dr. Young-Joo KWAK郭 栄珠

Practice on GIS and Remote Sensing Technique

Assoc. Prof. HARADA Daisuke
原田 大輔

Computer Programming,
Hydraulics,
Master’s Thesis

Assoc. Prof. MIYAMOTO Mamoru
宮本 守

Hydrology,
Master’s Thesis

Dr. Maksym GUSYEVPractice on Flood Forecasting and Inundation Analysis

Mr. MOCHIZUKI Takafumi
望月 貴文

Practice on Flood Forecasting and Inundation Analysis

Dr. KAKINUMA Daiki
柿沼 太貴

Practice on Flood Forecasting and Inundation Analysis

13

Table 2-4 List of field trip sites
Date

Destination

Content

Cooperating office

Shimodate River Office

Kinugawa River
Emergency Project

Shimodate River Office,Kanto Regional
Development Bureau,
MLIT

Kinugawa Integrated
Dam Control Office

Lecture on thecollaboration of dams
along the Kinu River

Kinugawa Integrated
Dam Control Office,Kanto Regional
Development Bureau,
MLIT

Ikari Dam

Gravity Concrete Dam

Ikari Dam Branch
Office, MLIT

Kawaji Dam

Arch Dam

Kawaji Dam Branch
Office, MLIT

Sabo project in Nikko

Sabo project in Nikko

Nikko Sabo Office,Kanto Regional
Development Bureau,
MLIT

November 8th (Fri)

Geospatial Information
Authority of Japan

Disaster prevention
activities, Utilization of
GEONET, etc.

Geospatial Information
Authority of Japan,
MLIT

November 15th (Fri)Japan Meteorological
Agency (JMA)

Meteorological servicesof Japan, etc.

Japan Meteorological
Agency (JMA)

December 20th (Fri)Tsurumi River Basin
Information Center

Characteristics ofTsurumi River,
Roles of Tsurumi River
Multipurpose Retarding
Basin

Keihin River Office,Kanto Regional
Development Bureau,
MLIT

Kawawa Retarding
Basin

Flood control measuresin Kanagawa Prefecture(Comprehensive flood
disaster prevention
measures)Yokohama Kawasaki
Flood Control Office,Triple protection

Port and Coast Division,
Kochi Prefectural
Government

October 23rd (Wed)

October 24th (Thu)

October 25th (Fri)February 25th (Tue)New Kochi Port,
Mt.Godai observation
platform

Kanagawa Prefectural
Government

Port Management
Section, Kochi Public
Works Office, Kochi
Prefectural Government
February 26th (Wed)

Kusaka River New
Floodway Construction
Site

Kusaka River New
Floodway Construction
Site

Kochi River and Road
Office,Shikoku Regional
Development Bureau,
MLIT

February 27th (Thu)

Sameura Dam, Ikeda
Dam

Roles of Sameura Dam
and Ikeda Dam

Lecture by Japan Water
Agency Sameura Dam
Control Head Office and
Ikeda Dam Control Head
Office14

February 28th (Fri)ISHII Disaster
Prevention Station

Basic flood fighting
methods,
Exercises on rope
works, etc.

Tokushima River and Road
Office,Shikoku Regional
Development Bureau,
MLIT

September 3rd (Thu)

Shinanogawa-Karyu(Shinano River
Downstream) River
OfficeOhkouzu Diversion
ChannelOutline of flood
disasters and pastdisasters in the ShinanoRiver Basin(torrential rain in July
2011, torrential rain in
July 2004, etc.)

Shinanogawa-Karyu(Shinano River
Downstream) River Office,Ohkouzu Museum,
Ohkouzu Movable Weir,
Mouth of the diversion
channelShinano River Office,

Hokuriku Regional
Development Bureau,
MLIT

Hokuriku Regional
Development Bureau,
MLIT

September 4th (Fri)

Sagurigawa Dam

Structure of rockfill
dams,
Roles of Sagurigawa
Dam in flood control

Sagurigawa Dam Control
Office,Hokuriku Regional
Development Bureau,
MLIT

15

2.2.4

Studying and Living Environment
As is usual in universities, classes were 90 minutes
each. Table 2-5 shows the daily timetable. The
students stayed at JICA Tsukuba (Kouyadai, Tsukuba,
Ibaraki) and commuted to ICHARM for classes on a
JICA bus.

Table 2-5 Daily timetable
1st period

9:00–10:30

2nd period

10:45–12:15

3rd period

13:15–14:45

4th period
15:00–16:30
As was the case last year, in the first half of thecourse from October to March, class chores weremanaged by the “Nicchoku” system, in which students took turns being a nicchoku, or a person
in charge of class chores for the day. The nicchoku person performed chores such as taking
attendance, cleaning whiteboards after classes, making sure doors and windows are locked andlights are turned off, and writing a simple report on the day’s activities on a “Nicchoku Sheet”(one page of A4 sized paper). In the second half of the course from April to September, whichmainly consisted of individual study, students took turns on a weekly basis, checking attendance
and producing a weekly summary report.

2.3

Master’s Thesis
As mentioned above, this master’s program is designed to develop the students’problem-solving capabilities and encourage their independent learning instead of the faculty
always leading the way for them. In accordance with this objective, the students are required,for their master’s thesis, to study themes related to problems they have identified in theircountries. They are expected to become trained professionals with the ability to createcomprehensive plans for the reduction of damage from water-related disasters and contribute tosolving problems in their home countries when they return there.
Therefore, immediately after the course started, the “Inception Report” presentation was held, inwhich the students explained water-related problems in their countries, presented information
concerning possible study areas for their master’s theses, and described tasks required for the
implementation of disaster management projects. ICHARM researchers also introduced theirresearch to the students so that it would be easier for both sides to find a right match forsupervision. Once each student found a supervisor from ICHARM researchers, they started
discussing themes for master’s theses and then began working on the theme even before they
had completed lectures and exercises in the first half of the program. The deadline forsubmitting master’s theses was late August 2020, and the submission was followed by a thesis
review meeting by the faculty at GRIPS to determine whether the students should be awarded amaster’s degree.

16

Chapter 3: 2019-2020 Activity Report

Group photo taken at the GRIPS (September 9, 2020)(See the attachment for more photos. The position titles are effective as of the date when each photo
was taken.)
ICHARM implemented the Water-related Disaster Management Course of Disaster Management
Policy Program (named as a JICA training “FLOOD DISASTER RISK REDUCTION”) over a periodof around one year from October 1, 2019, to September 15, 2020, as a joint program with the Japan
International Cooperation Agency (JICA) and the National Graduate Institute for Policy Studies(GRIPS).
The goal of this course is to improve participants’ capability to practically manage problems related towater-related disasters at a local level and to eventually contribute to socioeconomic or environmental
improvement at a national level.
The course has several specific features. Students can earn a master’s degree in one year. The training
is oriented toward problem solving in order to improve the students’ ability to propose solutions toactual problems in their home countries. The course focuses on practice rather than theory.
There were eleven students this year from five countries: two each from Bangladesh, Bhutan, Brazil,
Myanmar and Nepal, and one from Pakistan. These eleven students passed the examination, obtained amaster's degree in disaster prevention policy, and returned to their home countries.
The course started on October 1, 2019, with a course orientation meeting held at JICA.
On the same day, the opening ceremony was held at PWRI with the attendance of officials fromICHARM (Training & Research Advisor EGASHIRA Shinji, Chief Researcher FUKAMI Kazuhiko)and JICA Tsukuba (Director General WATANABE Takeshi, Director of Training Program Division
IIDA Jiro, Officer NISHIOKA Miki, Training Coordinator FURUKAWA Hiromi). Following welcome

17speeches by the directors, Mr. SILVA ARAUJO Rafael of Brazil spoke in return on behalf of thestudents.
On October 3, the entrance guidance was held by GRIPS at the GRIPS building in Roppongi, Tokyo.
The first half of this one-year course consisted mainly of lectures and exercises related to water-related
disasters, and in the second half, students spent most of the time working on their individual studies.
The students also went on field trips in order to learn from actual cases where Japan’s flood
countermeasures had been implemented.
The instructors for this course included not only researchers of ICHARM but also those of universities
in Japan involved in leading-edge research in various fields of study related to water-related disasters.
<Lectures/Exercises (October to December)> (Positions as of that time)
Lectures included the Basic Concepts of Integrated Flood Risk Management (IFRM) to provide
indispensable knowledge on flood disaster management and global warming for master’s course
students. Professor Emeritus TAKEUCHI Kuniyoshi of the University of Yamanashi, and Mr.
WATANABE Masayuki, the president of the Institute for International Social Development &Cooperation, were lecturers for this subject.
Hydraulics was another essential subject to teach the students the basics of hydraulics. Prof.
EGASHIRA Shinji of ICHARM lectured about the basic hydraulic concepts.
Prof. FUKUOKA Shoji of Chuo University gave lectures on the basic principles of flood flow andsediment transport in his class entitled “Flood Hydraulics and River Channel Design,” and Prof.
EGASHIRA of ICHARM lectured on “Mechanics of Sediment Transportation and Channel Changes.”
Prof. KOIKE Toshio of ICHARM also conducted a class, “Hydrology,” from October to November,teaching basin-wide water circulation/hydrological processes, field observations/remote sensing, andwater resources management. Assoc. Prof. MIYAMOTO Mamoru of ICHARM gave lectures on soil
moisture and groundwater.
As lectures shifted to more practical ones, “Urban Flood Management and Flood Hazard Mapping”
was provided. Prof. TANAKA Shigenobu of Kyoto University and Chief Researcher FUKAMI
Kazuhiko of ICHARM lectured on disaster management in Japan, including Japanese disasterprevention systems, river information systems, and evacuation.
In addition to the lectures, the students started several types of hands-on training instructed by
ICHARM researchers.
In the “Practice on Flood Forecasting and Inundation Analysis” exercise, the students were provided
with lectures and exercises on the following topics: the Rainfall-Runoff-Inundation model (RRI
model) by Assoc. Prof. SAYAMA Takahiro of Kyoto University and Assoc. Prof. Mohamed RASMY
of ICARHM, the Integrated Flood Analysis System (IFAS) by Senior Researcher MOCHIZUKI
Takafumi and KAKINUMA Daiki, Research Specialist of ICHARM, and the BTOP model by
Research Specialist Maksym GUSYEV of ICHARM.
In the “Practice on GIS and Remote Sensing Technique” exercise, the students engaged in exercises on
GIS by Research Specialist Young-Joo KWAK of ICHARM. Assoc. Prof. Mohamed RASMY and
Assoc. Prof. YOROZUYA Atsuhiro, both from ICHARM, gave lectures and training on remotesensing.
In the “Computer Programming” exercises, Assoc. Prof. USHIYAMA Tomoki, Assoc. Prof.
Mohamed RASMY and Assoc. Prof. HARADA Daisuke, all from ICHARM, provided instructions on
numerical solutions using FORTRAN.
18

Special lectures on dams were provided by Dr. SAKAMOTO Tadahiko of NIPPON KOEI CO., LTD.,
who was once the president of PWRI, and Dr. YASUDA Nario of the Japan Dam Engineering Centerin order for the students to deepen the knowledge of dams after visiting the Kinu River basin in late
October.
In the two weeks from November 25 to December 6, intensive lectures, “Disaster Management
Policies A: from Regional and Infrastructure Aspect” and “Disaster Management Policies B: from
Urban and Community Aspect,” were delivered mainly by Prof. IEDA Hitoshi of GRIPS and Prof.
SUGAWARA Masaru of GRIPS.
Furthermore, Prof. HAYASHI Haruo of the National Research Institute for Earth Science and Disaster
Resilience provided a lecture on disaster psychology, and Prof. SUGAI Toshihiko of the University ofTokyo gave a lecture on geomorphology, an important topic for understanding flood-prone areas.
<Lectures/Exercises (January to May)> (positions as of that time)
A series of lectures on the latest trends and technologies in erosion control were delivered in “Control
Measures for Landslide & Debris Flow” by the following lecturers: Prof. OHNO Hiroyuki, thedirector of the Sabo and Landslide Technical Center, Assoc. Prof. UCHIDA Taro of Tsukuba
University, Prof. OSANAI Nobutomo of Hokkaido University, and Dr. TAKESHI Toshiya, a managerof the Sabo and Landslide Technical Center.
On December 26, the students visited a hydraulic experiment facility of the Tsukuba Research Centerof Pacific Consultants Co., Ltd. in Tsukuriya, Tsukuba City, to learn the basics of hydraulics under theguidance of Assoc. Prof. YOROZUYA Atsuhiro. The students conducted hydraulic experiments ingroups.
In “Socio-economic and Environmental Aspects of Sustainability-oriented Flood Management” Assoc.
Prof. OHARA Miho of ICHARM, Assistant Prof. KODAKA Akira of Keio University, Assoc. Prof.
MIKAMI Takahito of Tokyo City University, and Prof. SUMI Tetsuya of Kyoto University delivered
lectures on the impacts of dams and river ecosystems on the river environment.
Originally scheduled in April, the visit to the middle reach of the Shinano River was conducted in
September due to the outbreak of covid-19. On September 4th, acoustic Doppler current profilers(ADCP), a type of flow observation equipment, were introduced to the students. They performed
exercises on discharge observation in groups using the float observation method and a radio current
meter in the Shinano River near the Shinanogawa Riverside Park, located in Ojiya City, Niigata
Prefecture, under the guidance of Assoc. Prof. YOROZUYA Atsuhiro, and Research Specialist
KAKINUMA Daiki of ICHARM. Although it was the first discharge observation for many of thestudents, each group showed a keen interest in the exercise.
<Field trips and exercises>
With the support of local offices of the Ministry of Land, Infrastructure, Transport and Tourism(MLIT) and local governments, field trips were planned to visit various flood control facilities inJapan in the hope that the students would find clues to solve problems caused by water-related
disasters in their countries.
On October 10, they visited the Ninomiya Sontoku Museum in Moka city, Tochigi Prefecture. Thisvisit was very beneficial for them because understanding Sontoku’s philosophy of “Hotoku Shiso”
helped them realize the importance of developing an affluent society through the cooperation of many
people and the importance of self-help, mutual support, and public assistance. Every year, ICHARM

19

offers the “ICHARM Sontoku Award” to honor a student selected through mutual voting among thestudents for his/her outstanding contribution to fellow students and this course.
From October 23 to 25, the students visited a few destinations in the Kinu River basin to observe
examples of flood control measures in non-urban areas, especially dams, which are considered a flood
control technology taking advantage of the topographical features of a rapid river.
On October 23, they visited restoration project sites along the Kinu River to see progress in recovery
from the damage caused by the Kanto Tohoku heavy rain in September 2015, and they listened to alecture by the Shimodate River Office of MLIT.
On the following day, October 24, they visited some places to learn about the effective operation of the
Kanto Region Dam Group with the cooperation of the Kinu River Integrated Dam Control Office of
MLIT. After they listened to a lecture on the collaboration of four upstream dams in the office, they
visited Ikari Dam and Kawaji Dam located in the upper Kinu River.
On the following day, October 25, they visited erosion control sites in the Nikko area with thecooperation of the Nikko Sabo Office. In the Ashio area, they listened to a lecture on sediment control
works with mock-up display models at the Akagane Shinsui Park and then visited an actual site wherehillside works were being carried out. The trip was a great opportunity for the students to realize theimportance of erosion control projects.
On November 8, they visited the Geospatial Information Authority of Japan (GSI) and learned about
disaster prevention activities and GEONET.
On November 15, they visited the Japan Meteorological Agency (JMA) and were given an overview
of the meteorological services and methods of forecasting, and then they moved on to the forecasting
room. They were informed that JMA, MLIT, and prefectural governments work closely together toforecast river floods.
From December 18 to 20, another study tour was conducted with a primary emphasis on flood control
in urban rivers. On December 18, they visited an overwhelmingly huge underground structure called
the Metropolitan Area Outer Underground Discharge Channel, which is also nicknamed “a temple in
the underground.” On December 19, they toured the rivers in Kofu Basin and historical flood control
facilities such as Shingen Dike and Confluence of Three Rivers under the guidance of Prof. Takeuchi.
On the following day, December 20, they went to observe comprehensive flood control measures in an
urban river basin with the help and guidance from Executive Director IMBE Masahiro of the
Association for Rainwater Storage and Infiltration Technology and the Kanagawa prefectural
government. They visited the Kawawa Retarding Basin and the houses of local residents who had
installed rainwater infiltration systems on their properties. Since the area along the Tsurumi River was
rapidly urbanized after the Second World War, learning about the flood measures implemented there
was thought to be useful in planning flood control measures in major Asian cities as their populations
are still increasing. In particular, in the Kawawa Retarding Basin, the students learned that there is astorage facility underneath a subway line depot. This facility strongly reminded them of theimportance of intersectional collaboration, for example between rivers and railroads, when
implementing flood control measures in urban areas where there is a scarcity of land for structural
measures. There are growing concerns about the recent frequent occurrence of localized short-term
heavy rainfall caused by global warming, and the students understood the importance of providing
storage facilities in urban areas to cope with such sudden rainfall events.
The students visited Kochi, Tokushima, and Kagawa prefectures from February 25 to February 28,
2020. On the first day, they visited the Anti-Earthquake and Tsunami Triple Safety Measures Sites in20Wakamatsucho with the guidance and cooperation of the Kochi prefectural government. On the secondday, they visited the Nagoya chinka-bashi (“submerged bridge”) and the Kusaka River New Floodway
Construction Site. After that, they moved to the Kochi University of Technology and attended a lectureon the “Development of Decision Making System for Water Resource Policy under Climate Change in
Shikoku Area” by Prof. NASU Seigo. On the third day, they toured Sameura Dam and Ikeda Dam andlearned about their roles and then visited Manno Lake in Kagawa Prefecture with the guidance andcooperation of the Japan Water Agency Ikeda Dam Control Office, the Kagawa prefectural
government and the Land Improvement District of Manno Lake. On the last day, February 28, they
visited the Ishii Disaster Prevention Station located downstream of the Yoshino River and learned
several measures and rope techniques that are used in flood fighting efforts with the cooperation of theTokushima River and Road Office of the Shikoku Regional Development Bureau, MLIT.
From September 2 to 5, the students visited the midstream area of the Shinano River and conducteddischarge observation exercises. On the 3rd, accompanied by officials from the Shinanogawa-Karyu
River Office of MLIT, they visited Yasuragi Levee, which has created a lively waterside area andeconomic benefits, and Irifune Minato Tower and Sekibun Memorial Park to see the efforts against
coastal erosion. Then they were given an overview of flood control measures at the
Shinanogawa-Karyu River Office of MLIT.
After that, they visited the Shinano River Ohkouzu Museum and Museum of Ohkouzu Diversion
Channel (Nitoko Mieru Kan), where they learned the history of floods and countermeasures
implemented in the Shinano River, and observed the new and old movable weirs to understand theroles of the Ohkouzu Diversion Channel, a key flood measure in the Shinano River. On the 4th, they
participated in discharge observation in the Shinano River near the Shinanogawa Riverside Park in
Ojiya City. In the afternoon, they moved to the Sagurigawa Dam, where they observed the dam bodyafter receiving a lecture on the structure of a rockfill dam. On the final day, they visited Yamba Dam
and Tomioka Silk Mill, a World Heritage site, in Gunma Prefecture, where they received historical andcultural explanations from local guides respectively.
<Master’s thesis>
In principle, each student selected a theme for their master’s thesis while considering what research
can contribute to solving issues regarding water-related disasters in their country. ICHARM
researchers also provided individual consultation for them in this decision-making process, respecting
their decisions. The process started on October 21 with the presentation of inception reports by each
student. After the presentation, the students and the researchers tried to match the research interest ofeach student and the expertise of each ICHARM researcher in order for the students to conduct
research under appropriate supervision. Through several discussions with the researchers, the students
narrowed down their research themes.
For three days from January 7 to 9, a lecturer from the GLM Institute was invited to conduct a session
on “Project Cycle Management.” This subject aimed to teach students to illustrate a problem in a tree
structure, analyze it, identify measures to be taken, and develop a roadmap for their implementation.
This is a very useful exercise as it helps students objectively analyze problems faced by each student’s
home country and to determine the direction of their thesis research.
A total of four interim thesis presentations were scheduled throughout the course: the first on January
30, followed by the three ensuing on April 7, June 8, and July 10. These interim presentations not only
provided the students with opportunities to receive advice from ICHARM researchers but also allowed
them to see their fellow students’ progress, which motivated them to work harder on their own. At the
final presentation on August 6, the assistant supervisors of GRIPS, such as Prof. SUGAHARA Masaru,
Prof. IEDA Hitoshi, Prof. FUKUI Hideo, also joined and commented on each student’s achievement.
21

<Graduation and other events>
The closing ceremony was held at ICHARM on September 14. During the ceremony, JICA Tsukuba
Deputy Director ODA, GRIPS Prof. SUGAHARA and ICHARM Executive Director KOIKE madecongratulatory remarks, after which JICA awarded the students with their program completion
certificates. The Best Research Award, an award established jointly by GRIPS and PWRI for students
who wrote a quality master’s thesis, was given to RAHMAN Md Shahinur of Bangladesh and
PHUNTSHO Tashi of Bhutan. Then, the ICHARM Sontoku Award, an award for students selected
through mutual voting among the students for their outstanding contribution to fellow students and thiscourse, was presented to ISLAM Md Masbahul of Bangladesh by Executive Director KOIKE.
Representing the students, PHUNTSHO Tashi of Bhutan shared a few words of thanks to conclude theceremony.
Due to the COVID-19 outbreak, the graduation ceremony was held online on September 15, while thegroup photo in graduation gowns was taken at GRIPS prior to the event. Each of all the elevenstudents received a diploma (M.S. in disaster management). Also, "Dean's Award" for outstanding
academic achievement was presented to SILVA ARAUJO Rafael of Brazil by GRIPS, after which hegave a speech on behalf of the graduating students. Holding their diplomas in the other hand—the fruitof their year’s study—each student was showing great satisfaction on their faces.
Over the following days, the students left Japan for their respective homes.

22Chapter 4:

Master’s Thesis

As noted above, Table 4-1 shows the main schedule relating to the master’s theses this year.
Table 4-1 Schedule relating to master’s thesis
2019

21st, OctoberPresentation on Inception Report

2020

7th -9th , January

Project Cycle Management exercise

30th, January

1st Interim Presentation

7th, April

2nd Interim Presentation

8th , June

3rd Interim Presentation

10th , July

4th Interim Presentation

6th , August

Final Presentation

18th , August

Submission to GRIPSAs this is a one-year master’s course, students selected their thesis themes from October to November,
immediately after arriving in Japan and while attending lectures and exercises. In principle, each
student was assigned to an appropriate ICHARM teaching faculty member after ample time was taken
to consider the various research areas of each ICHARM researcher. A student and a supervisor werematched carefully. First, ICHARM researchers were divided into groups by area of research, and thenthe students were assigned to one of the groups according to their research interests. Then, asupervisor was selected for each student after thorough discussions.
There were four interim presentations in which students presented their own research in order toreceive advice from ICHARM faculty and other students. Each presentation meeting was also a good
opportunity for them to see the progress of other students and then keep a good level of motivation for
their work. Another aim was to improve the presentation skills of the students by giving them several
opportunities to speak in front of other people. This method was very effective and well-received by
students.
The students worked on their master’s theses with the assistance of an English proofreader who
intensively checked English in the master’s theses during the two weeks in the middle of August andfinally submitted their master’s theses to their supervisors and assistant supervisors on August 18.
After their papers had been evaluated, all the eleven students were successfully awarded a master’s
degree in disaster management.
Table 4-2 lists the names of the students with the titles of their master’s theses and their mainsupervisor and assistant supervisors. Note that the synopsis of each thesis was collected in a separate
report by GRIPS.
Working on their master’s theses allows students not only to increase their knowledge but to build acloser relationship with ICHARM staff, which is an important first step to ensure smoothcommunication channels between the agencies to which students belong and ICHARM. Such channels
will be reciprocally beneficial in conducting research and projects, such as sharing research data witheach other. Establishing this sort of international network through students will be a great asset for
future ICHARM initiatives.

23

Table 4-2 List of master’s theses
.No.

Name

Mr.ISLAM Md Masbahul
1

Thesis Title

Teaching Staff

A NUMERICAL STUDY ON BANK EROSION OF A
BRAIDED CHANNEL:CASE STUDY OF THE "TANGAIL
AND MANIKGANJ DISTRICTS ALONG THE
BRAHMAPUTRA RIVER"

YOROZUYAEGASHIRA
HARADA

イスラム Md マズバフル

Mr.RAHMAN Md Shahinur
2

STUDY ON FLOW PATTERN AND ASSOCIATED BED
DEFORMATION IN THE OFF-TAKE REGION OF
GORAI RIVER, BANGLADESH

EGASHIRABISWAS
HARADA

ラーマン Md シャヒヌール

Mr.PHUNTSHO Tashi
3

COMPREHENSIVE EVALUATION OF FLOODMITIGATION MEASURES BASED ON CLIMATECHANGE IMPACT ASSESSMENT IN THE WANGCHUBASIN

MIYAMOTOTAMAKAWA

プントショ タシ

Mr.DORJI Nima
4

ASSESSMENT OF WATER RESOURCES UNDERCHANGING CLIMATE FOR EFFECTIVE
HYDROPOWER AND AGRICULTURE PRODUCTIONSIN PUNA TSANGCHHU BASIN, BHUTAN

RASMY
ASIF

ドルジ ニマMr.SILVA ARAUJO Rafael
5

FLOOD IMPACT ASSESSMENT IN THE ITAPOCU
RIVER BASIN, BRAZILOHARAMIYAMOTO

シルバ アラウジョ ラファエル

Mr.MARTINS AMENO
Herman Ziyang

HAZARDOUS AREA RESULTING FROM TAILINGSDAM FAILURE

6マーティンズ アメノ ハルマン ジヤ
ンMs.Khin Si Si Hlaing
7

DEVELOPING AN INTEGRATED WATERRESOURCES MANAGEMENT PLAN FOR CHINDWIN
RIVER BASIN UNDER CHANGING CLIMATEOHARA
EGASHIRA
NAGUMO

RASMY

キン シシライ

Mr.Tin Aung Win
8

ANALYZING RIVER MORPHOLOGICAL CHANGESAND FORMULATING NO REGRET STRUCTURAL
MEASURES IN CHINDWIN RIVER

HARADA
EGASHIRA

ティンオン ウィン

Mr.MAHARJAN Kapil
9

NUMERICAL STUDY FOR INFLUENCES OF FLOW
DIVERSION ON CHANNEL MORPHOLOGY CASESTUDY OF BAGMATI RIVER, CENTRAL NEPAL

EGASHIRAYOROZUYA

マハラジャン カピル

Mr.MAHARJAN Mahesh
10

MORPHOLOGICAL STUDY OF KOSHI RIVER AT
CHATARA AND ITS INFLUENCE ON INTAKE OF
SUNSARI MORANG IRRIGATION PROJECT, NEPAL

HARADA
YOROZUYA

マハラジャン マヘシュ

Mr.FARIAL Khawar
11

CLIMATE CHANGE IMPACT ASSESSMENT ON THE
FLOOD RISK CHANGE IN KECH RIVER, TURBATBALOCHISTAN, PAKISTAN

ファリアル カワール

24

USHIYAMA

Chapter 5: Course Evaluation and Issues for Future Improvement
5.1

Course Evaluation
In order to identify points for improvement, this section analyzes the results of questionnaires
on “Course Design,” which deals with the course period and design, and “Course Contents,”
which asks about lectures and exercises.
For “Course Design,” we analyzed the results from the questionnaire survey given to thestudents during the JICA Evaluation Session on the final day of the course. For the “Course
Contents,” we analyzed the results from the questionnaire survey conducted from time to timeby ICHARM.

5.1.1

Course Design
This year was the 13th year for the course, which began in 2007. Since the second year, aquestionnaire with the same questions has been given to students every year; therefore, it ispossible to see the changes in students’ evaluation on this course over the past twelve years,
from the second year to the 12th. Although various questions were asked in the questionnaire,
the analysis focused on the following six questions:
1. Do you find the design of the program appropriate for you (your organization) to achieve theProgram Objective?
2. Was the quality of lectures good enough for you to understand clearly?
3. Were you satisfied with the textbooks and materials used in the program?
4. Do you find the period of the program appropriate?
5. Do you find the number of participants in the program appropriate?
6. Do you think the knowledge and experience you have acquired through the program in Japanare useful?
Tables 5-1 to 6 and Figure 5-1 to 6 in the following pages show the evaluation results withbreakdowns on the above six items in the past twelve years.

25

1 . あな たもしくは所属組織が案件目標を達成する上で 、プログラムのデザインは適切で あると思いますか。
Do you f in d th e de sign of th e program appropriate f or you ( you r organ ization ) to ac h ie ve th e Program
O bje c tive ?
表5-1 Table 5-1
4.Yes,
Appropriate
20082009
20092010
20102011
20112012
20122013
20132014
20142015
20152016
20162017
20172018
20182019
201920203.

図5-1Figure 5-1
4.Yes,
Appropriate

1. No,

2.

Inappropriate

4

4

0

0

7

4

0

0

90%

9

3

0

0

80%

9

8

0

0

10

2

0

0

7

5

0

0

3.

2.

1. No,
Inappropriate

100%
2

3
4

8

4

70%

4

4
5

4

7

6

3

60%
50%
40%

6

7

0

0

30%

9

4

0

0

20%

5

3

2

0

10

4

0

0

4

4

0

0

5

6

0

0

10

9
7
4

10

9
7

9

5

6

4

5

10%
0%

2008- 2009- 2010- 2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 20192009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

2 . 講義の質は高く、理解しやすかったで すか。
Was th e qu ality o f le c tu re s go o d e n o u gh f o r yo u to u n de rstan d c le arly?
表5-2 Table 5-2
4.Yes,
Appropriate
20082009
20092010
20102011
20112012
20122013
20132014
20142015
20152016
20162017
20172018
20182019
20192020

3.

図5-2Figure 5-2
1. No,

2.

4.Yes,
Appropriate

Inappropriate

2

6

0

0

4

7

0

0

90%

3

9

0

0

80%

3

14

0

0

8

0

0

6

5

1

0

40%

5

8

0

0

30%

4

9

0

0

1

0

12

2

0

0

6

2

0

0

6

5

0

0

1. No,
Inappropriate

2

2
5

70%

4

5

2.

100%

7
6

60%

4

3.

9

8

5

8

9

5

14

50%
12

4
2

10%
0%

6

6

20%

3

4

6

5

4

4

3

2008- 2009- 2010- 2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 20192009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 202026

3 . テキス トや研修教材は満足するもので したか。
We re you satisf ie d with th e te xtbooks an d mate rials u se d in th e program?
表5-3 Table 5-3
4.Yes,
Appropriate
20082009
20092010
20102011
20112012
20122013
20132014
20142015
20152016
20162017
20172018
20182019
201920203.

図5-3Figure 5-3
4.Yes,
Appropriate

1. No,

2.

Inappropriate

3

4

0

1

3

8

0

0

90%

6

5

1

0

80%

3

14

0

0

6

0

0

6

6

0

0

40%
30%

1

0

7

6

0

0

4

4

1

1

11

3

0

0

5

3

0

0

5

6

0

0

1. No,
Inappropriate

3
6

5

70%

6

8

2.

100%

4

60%

4

3.

8

8

14

3

6

6

6
4

50%
11
6

20%

3

10%
0%

3

6

5

7

6
4

4

5

3

2008- 2009- 2010- 2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 20192009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

27

28

Table 5-1 and Figure 5-1 show the students’ response to Question No. 1. All of the students givea positive answer to the question. We have been improving the program year by year byscheduling lectures, study tours, and other events in a more efficient way and providing more
effective supervision for students in writing a graduation thesis.
Table 5-2 and Figure 5-2 show the students’ responses to Question No. 2. The students aremostly satisfied with the quality of lectures they attended in this program.
Table 5-3 and Figure 5-3 show the students’ responses to Question No. 3. Their satisfactionlevel on the textbooks and other materials is very high. In this course, we ask each lecturer
every year to create a textbook that is easy for students to understand, and we believe that thehigh evaluation in recent years is the result of the efforts of each lecturer.
Table 5-4 and Figure 5-4 show the students’ responses to Question No. 4. This year, more
students answered that the length of the course was "Appropriate," compared to last year,
though some answered "Short". Since this master’s course declares that students can complete
the program in one year, we do not think that extending the period of the program should be asolution to this response of the students. Instead, we continue focusing our effort on sorting out
the content so that students can learn efficiently and effectively within a single year.
Table 5-5 and Figure 5-5 show the students’ responses to Question No. 5. Most students rated
the number of participants as "Appropriate." Judging from past results, about 10 to 14 are rated
as the right number of participants for students. We also think that that number is appropriate forproper management including taking them on a study tour and other events.
Table 5-6 and Figure 5-6 show the students’ responses to Question No. 6. This question isparticularly important for this master’s course whose design concept emphasizes the practicalityof the training. All the students in this academic year rated highest on this aspect throughout thehistory of this program. In writing a graduation thesis, students select their own theme related toproblems in disaster management of their home countries. They will continue working on such
issues after return to their countries, and the program assisted them in developing the essential
capacity to do so from a professional viewpoint.
Overall, the master’s course received a better-than-average evaluation in its twelve-year history.
We are pleased with these results that are derived from improvements we have made over theyears.
5.1.2

Course Contents
A questionnaire survey was conducted by ICHARM in March 20, when most of the lecturesscheduled were completed, and the students answered a series of questions anonymously.
The questionnaire asked open-ended questions to obtain feedback from them, and the comments
considered especially important were categorized and summarized in Table 5-7. It happens
every year that many students request more time for the practical exercises. Moreover, students
made constructive requests regarding the composition and balance of lecture schedules.

29

Table 5-7 Feedback from students
Q1. Structure of the course curriculum (Schedule, Lecture to add, etc.)
・ This course curriculum schedule is very compacted.
・ The structure of the course is well designed and organized according to the schedule andlectures.
・ Schedule arrangement is very good. In the beginning of the semester, students are busy withmany assignments, reports and lectures. So there is no time to feel homesick or get bored.
After some time, exam starts. So again busy and tired. But before tiring and stressful tasks,
some self-study times are available. Also after tiring jobs, relax field trips are coming. Perfecttiming.
(Improvement point)・ Think about introducing more technical subjects.
・ I feel there are many similar lectures on this subject by many different lectures.
・ If all the resources personnel give us a soft copy of lecture material instead of hard copy.
・ 90 min lectures are very long・ I want to learn something more about post disaster recovery process; how to manage thepeople relieve from bad memory. How to place the society back to the normal state? What is
the most important sector to build back first?
Q2. Lecture (If you have any request or comment, fill out for each lecture.)
1. Disaster Management Policies A: from Regional and Infrastructure Aspect (Ieda)
・ This class had many invited professors. I think this is positive, but still I wish Ieda sensei could
give more classes, since his classes are very understandable.
・ Just one of the professors (CHIBANA Takeyoshi sensei) explained about rivers and, by theway, it was a very good lecture. To my mind, more lectures concerning different topics (notmostly about shinkansen) could have been provided to the students.
2. Disaster Management Policies B: from Urban and Community Aspect (Sugahara)・ In the Professor Sugahara’s lecture, it mostly highlights on urban and rural impacts due tohazards. It shared lot of experiences on disasters occurred in Japan itself and how
Government of Japan mitigated the disasters.
・ I think sensei should give more examples on the subjects he is talking. Also I think a printed
material (instead of printing the slides) would help.
・ Although many policies through Japanese disaster experiences are taught along with some30

other topics, I feel the need to have more of policy – may be policies from all kind of disaster
acts, rules in Japan.
3. Hydrology (Miyamoto, Koike)・ Koike sensei presentations are clear and understandable. Sensei is the best presenter andhave very wide global knowledge. And the lecture contents cover the whole hydrology
processes. It can broaden our eye. Also Miyamoto sensei lectures cover the detail calculationand introduce many useful titles.
・I think a comprehensive printed material of this subject would be very good for studying.

4. Hydraulics (Harada, Egashira)・ Although I don't like equations, Prof. Harada and Prof. Egashira made it easy to understandhydraulics. I think their effort on hydraulics very helpful in river management andcountermeasures.
・ Some equations are little bit difficult to understand due to no background/basics. So it isrequested that any basic materials should be provided in first class.
5. Basic Concepts of Integrated Flood Risk Management (IFRM)(Takeuchi)
・ The lecture was so designed to make us aware about the disaster and risk management. The
professor taught us risk management, policies and implementation of policies through various
experiences in Japan. It also shared very important examples of approach towards disastermanagement.
・ I think a comprehensive printed material of this subject would be very good for studying.
・ One to two more books on the same topics is requested for self-study.
6. Urban Flood Management and Flood Hazard Mapping (Tanaka)・ For statics analysis, though Mathematica software is not free and also not too user friendly, so
if lectures are designed to focus on Excel calculation procedure, it will be more fruitful forstudents.
・ This subject is very useful but difficult to understand what is being taught because I have poor
knowledge background. The lecture should be simpler and should explain in more
understandable way.
・ In some of the lectures, a specific software, Mathematica, was used to calculate Gumbel
distribution and others. In this way, the students couldn't fully understand the basic
calculations considering that the software does it automatically. To me, the basic equations,with actual values could have been taught manually step-by-step by the lecturer.
31

7. Flood Hydraulics and River Channel Design (Fukuoka)
・ This course is most interesting for my point of view. Prof Fukuoka is an excellent sense ofhumor and his teaching technique is excellent.
・ Professor Fukuoka, the most interesting and interactive professor we had in the classes.
Everybody was fascinated by his lectures and class time was passed quickly. The professor
shared many stories from his golden memories that motivated us in many ways.
・ Very good basics to the flood hydraulics. More focus on river channel design should be there.
Design of structures should be added more.
8. Mechanics of Sediment Transportation and Channel Changes (Egashira)・ We are very fortunate that Prof Egashira teaches us about these issues. I found a clear idea
about the sediment behavior in the river channel.
・ Professor Egashira nicely explained each and every equation from control volume tonumerical model. The text book need to be updated with detail explanation.
・ Some practical classes (exercise solving) would help understanding the subject.
・ Very difficult to understand because I have limited background knowledge. Lecture contents
are very well and sensei teach from the basic. I have to learn more.
9. Control Measures for Landslide & Debris Flow (Ohno)
・ I think Ohno sensei's classes are very understandable, and this topic should have more time
for more development.
・ Instead of printed slides, a comprehensive printed material would greatly contribute tolearning.
・ Since there is very low availability of other materials in English, and manuals from MLIT are in
Japanese, if we want to study further from the classes and learn more, it is difficult.
・ The Japanese case is different from my country. But we can get the idea of sediment control
measures. But sharing the Japanese experience only cannot cover the whole idea. So it
would be better if the lecture introduces the different sediment problems and thecountermeasures from other countries.
10. Socio-economic and Environmental Aspects of Sustainability-oriented FloodManagement (Ohara, Sumi)・ Not only the flood related disasters, Ohara Sensei provided us with background of flood
hazard mapping and how to read it, and then process of implementing. With many examples,the lecture provided us with risk and disaster management knowledge.
・ Instead of printed slides, a comprehensive printed material would greatly contribute to32

learning. Since there is very low availability of other materials in English, and manuals from
MLIT are in Japanese, if we want to study further from the classes and learn more, it isdifficult.
11. Computer Programming (Ushiyama, Harada)
・ I have no knowledge about this subject. So for me it is the most difficult subject to follow. But it
is enjoyable. Whenever you tried, you will receive the output. It is like imagination turns toreality. But it needs a lot of practice and more time.
・ From the middle of the course to the final I had much difficulty to understand. I think the arrayparts could have more time. For the class practice examples, copying complex programs fromthe paper took much time but the course time is very limited. If the program code was alreadygiven, just with the important part missing, that would avoid losing class time.
・ In this lecture, two or three of the assignments were very hard for most of the students. I believethat if the lecture was taught more on a step-by-step basis and with some explanation of thecharacteristics of the basic FORTRAN’s code, a bigger share of the students would understandit more easily.
12. Practice on Flood Forecasting and Inundation Analysis (Sayama, Maksym)
・ The IFAS textbook with a step-by-step guide given by Kakinuma sensei was really helpful tounderstand the software. A similar textbook regarding RRI should be provided to the students,
especially when it comes to the parameters set.
・ Since RRI is very important I think Sayama sensei's class should be extended. I think that
additionally to the RRI formal tutorial some other tutorials could be made, for example how the
RRI is organized, how is recommended to organize the projects for better understanding, andabout RRI CUI.
13. Practice on GIS and Remote Sensing Technique (Rasmy, Kwak)
・ I think a printed material would help on this course. This lecture is given in the beginning of
the course, but for the thesis development we will need some of the techniques.
・ Professor Kwak taught us about the very basic GIS and Arc Map software. Since the Arc Map
is not a free software, therefore hands on training of QGIS software may be included in thecourse curriculum.
・ Professor Rasmy explained about the remote sensing technique that was very
understandable and required to emphasize more on practical part rather than theory part.
・ There was a confusion among the participants about the assignments. Because assignmentof RRI, assignment of GIS and assignment of remote sensing was very similar. The same33

professor instructed to do the mentioned three assignments with oral instruction. So eachassignment problem need to be clearly specified in written format so that no confusion occurs.
14. Site Visit of Water-related Disaster Management Practice in Japan (Koike)・ Explanation before the site visit is really nice and students can understand the background.
Most of the visits are very convenient but some are rush and not relaxing.
・ The reports we had to prepare, after each site visit, are an important way to comprehend what
we have seen and, also, to compare it to the measures we have in our countries.
・ The field visits were not just visiting the infrastructures, but associated with lectures by very
experienced officers in the site. The things I saw and learned were useful, by very small scale
through, the information are very important.
・ We also explored the natural beauty, culture and heritage, people's integrity and responsibility,
unique geographical and climatological characteristics, lifestyle and belief, history andprosperity of Japan.
15. Practice on Open Channel Hydraulics (Yorozuya)・ This is a good way of learning through a practical work and make a good concept clear. It
should be on early or during the hydraulics and Flood Hydraulics and River Channel Design
lectures.
・ I think the theoretical part is understandable, maybe if it was shifted to before
Egashira-sensei's classes, it would improve the understanding of his classes.
・ Professor Yorozuya nicely explained the governing equations of open channel hydraulics
through the demonstration of practical problems. The practical problem related to sedimentcan be included in this course for understanding the sediment movement and suspended
sediment behavior due to different flow conditions.
Q3. Daily Life in ICHAR/PWRI
・ It is nice and enjoyable. The facilities are good and everyone is very cordial and helpful. But
sometimes when we have no class (at self-study time) ICHARM (also JICA can consider) can
reduce our staying time in ICHARM (like BRI from 10:30 to15:30).
・ I think ICHARM gives very good infrastructure for conducting the classes and research.
Coordinators are very helpful and solve problems quickly. I think we should have more
proximity with the researchers.
・ The staff and students from ICHARM/PWRI, JICA and GRIPS are really nice and are always
willing to help. I am really proud to have worked, studied, to have taken part in site visits withthis team. Covid-19 could have made things worse but I really appreciate all the efforts done34

by the Japanese staff to overcome it.
Q4. Individual Study
・ Maybe if he has some advisor since the beginning of the course individual study can be
improved.
・ The schedule on the individual study made us release pressure and it was very necessary. We
got time to discuss with our friends in solving our problems and provide a space to learnsomething new from them.
・ Before I came here, I thought that sensei are very busy so it will be very difficult to make an
appointment to meet. But it is different. Sensei are always welcome the students to come andwilling to explain.
Q5. Other request to ICHARM or JICA
・ If possible, please consider the 3rd class (after lunch) on Friday as a self-study class.
Because Friday is a weekly prayer day for Muslims, it starts at around 12:45 PM. Sometimes,
it difficult to manage lunch, prayer and transport time within this 1-hour lunch break.
・ Lecture should be recorded and uploaded on YouTube (on YouTube there should be ICHARM
page) for the benefit of the people all over the world to watch and gain knowledge and caneasily be seen about the current working. Especially, the participants before arriving in Japanthey should learn more about the lectures and activities of ICHARM.
・ The Interim Presentations should be three i.e. First-Interim Presentation, Mid-Interim
Presentation and Final-Interim Presentation.
・ Lecture should be one hour and (15) fifteen minutes, and last 15 minutes should be based on
Multiple Choice Questions (MCQ)

5.1.3

Considerations in This Year(1) Improvements made this year
<Pre-lecture for Site Visits>
The site visit is a valuable learning opportunity for students to see Japan's flood control
measures. It is also important as a course that emphasizes practical experience. Therefore, thisyear, the course instructors gave a lecture on matters related to the sites in advance, which
helped students further deepen their learning in the site visit.
<Change in Master’s thesis writing procedure and enhanced proofreading>
Until last year, students had to submit their synopsis after completing their master's thesis first,
but this year, they were asked to establish the abstract and framework of the thesis and thenflesh it out, which enabled them to create a more systematic and high-level thesis.

35

In addition, by outsourcing the proofreading, the accuracy of the English review of the paper
was highly accurate despite the highly specialized nature of the field of water-related disasters.
(2) Items to consider for the next year and beyond< Cooperation with students’ institutions >To this end, students need close cooperation from the institutions to which they belong back intheir countries. To gain this kind of cooperation requires the institutions’ understanding of thisprogram and their commitment to the education of their staff. More efforts should be made tostrengthen the commitment of the institutions to this program by improving the understandingof their managers and directors about the program’s uniqueness characterized by problem
solving-oriented course and the enhancement of organizational capability of emergency
response.
＜Utilizing student’s thesis theme＞
In the process of writing a master’s thesis, students conduct various analyses using different
types of data regarding their countries. Although such data are very valuable, ICHARM hasthought very little about utilizing them for its research and other purposes. Considering thevalue of the data, ICHARM should seek for practical ways to use them with the students’approval.
＜Follow-up program after returning to home countries＞
The aim of this training course is to train students to be experts capable of mobilizing the latest
technology for social demands. ICHARM hopes that students, after the training, will become
able to convince other people of the importance of disaster management in developing plans fortheir country. However, since it takes time for them to become able to do so, follow-up efforts
are essential even after they return to their countries. Although distributing the ICHARM
Newsletter four times a year, more should be done to keep in touch with graduates and provide
them with more opportunities for improving individual capabilities in the field.

Chapter 6: Conclusion
At ICHARM, training is regarded as one of the three pillar activities along with research andinformation networking.
Now that the 13th year of the course has been successfully completed, ICHARM has accumulated more
know-how on the planning and management of training programs. By assisting students in working on
their master’s theses, we have also contributed to solving water-related problems in the corresponding
countries. These efforts have given momentum to “localism,” one of the keywords for ICHARM
activities.
This course also makes a considerable contribution to effective information networking. That is to say,connections with the students’ home organizations have been becoming stronger each year, and thishas improved our understanding of local situations in many respects. This worldwide information
networking through students will definitely be helpful for ICHARM to conduct other activities, andwe need a system allowing us to keep close contact with the students even after they have graduated.
When some of what the students have learned during this yearlong master’s course is of use in theirwork, that means that through them, ICHARM contribute to reducing water-related disaster damage intheir home countries. Through the implementation of this course, we expect to make a steadycontribution to the mitigation of damage due to water-related disasters in the world.
36

- Acknowledgment This course has now completed its 13 year. Over the last 13 years, we have revised the overall
schedule and curriculum based on experiences and worked to enhance both the educational content
and environment for students. There is, however, still room left for more improvement, and we would
appreciate any opinions and suggestions from a diverse range of individuals.
Finally, we would also like to express our gratitude to instructors and administration officials who
devoted themselves to providing lectures and exercises for this course, and to the MLIT offices, local
government officials, and local residents that kindly accepted our requests on the field trips.

37

Annex

Subject: Computer Programming
Course number：DMP1800E
Instructor：Assoc. Prof. USHIYAMA Tomoki
Term / Time：Fall through Winter
１ Course Description
This course provides general knowledge on Fortran90 computer programming and its skills forsolving water-related problems covered in Course No. DMP2800E “Hydrology”,
No. DMP2810E “Hydraulics”, No. DMP3810E “Flood Hydraulics and River Channel
Design” and No. DMP2890E “Practice on Flood Forecasting & Inundation Analysis”.
２ Course Outline (Course Topics)
Week
１：Introduction of Computer Programming with Fortran90
２：Variables, Arithmetic Calculation
３：Program Structure (if)４：Program Structure (if)５：I/O Statement
６：Program Structure (do loop)
７：Program Structure (do loop)
８：Arrays (vectors)
９：Arrays (matrix)
１０：Procedures and Structured Programming (subroutine, function)
１１：Exercise on arrays, procedures
１２：Hydrologic Application Exercise (1) Tank model
１３：Numerical approximations in hydrological application Exercise (2)１４：Advanced Hydrologic modeling (RRI algorithm and structures)
１５：Quiz

３ Grading
Quiz (50%), Reports (50%)
If a report is late for the deadline, it will be not evaluated.
４ Textbooks
Reference: Fortran95/2003 for Scientists and Engineers (Third Ed.), by Stephen J. Chapman,
McGraw-Hill,

ANNEX 1

AnnexSubject: Practice on Flood Forecasting and Inundation Analysis
Course number：DMP2890E
Instructor：Assoc. Prof. SAYAMA Takahiro, Dr. Maksym GUSYEV
Term / Time：Fall through Winter
１ Course Description
The objective of this course is to introduce the basic technique for undertaking flood forecastingand inundation analysis in poorly-gauged basins using state-of-the-art global information andtechnologies. The course consists of three components: introduction of Rainfall-RunoffInundation (RRI) modeling, practice on Integrated Flood Analysis System (IFAS) and Blockwise use of TOPMODEL (BTOP) for runoff analysis at different scales.
２ Course Outline (Course Topics)
Week
１：Basics of Flood Hazard Models
２：Rainfall-Runoff-Inundation modeling (1) Data preparation
３：Rainfall-Runoff-Inundation modeling (2) Running model
４：Rainfall-Runoff-Inundation modeling (3) Command User Interface
５：Rainfall-Runoff-Inundation modeling (4) Parameter setting
６：Rainfall-Runoff-Inundation modeling (5) Analysis of simulation results
７：Rainfall-Runoff-Inundation modeling (6) Advanced model settings
８：Runoff analysis with IFAS (1) Basic concept
９：Runoff analysis with IFAS (2) Data preparation
１０：Runoff analysis with IFAS (3) Running model
１１：Runoff analysis with IFAS (4) Parameter setting and analysis of simulation results
１２：Large-scale Runoff analysis with BTOP (1) Basic concept
１３：Large-scale Runoff analysis with BTOP (2) Data preparation
１４：Large-scale Runoff analysis with BTOP (3) Running model
１５：Large-scale Runoff analysis with BTOP (4) Parameter setting and analysis ofsimulation results
３ Grading
Reports (100%)
If a report is late for the deadline, it will be not evaluated.
４ Textbooks
4-1 Required
4-2 Others
Material made by the instructors

ANNEX 2

AnnexSubject: Practice on GIS and Remote Sensing Technique
Course number：DMP3802E
Instructor：Assoc. Prof. Abdul Wahid Mohamed RASMY, Dr. Young-Joo KWAK
Term / Time：Fall through Winter
１ Course Description
The objective of this course is to build capacities for undertaking basic tools, which are
expecting to be applied in the individual study. This course introduces the basic techniqueson Geographic Information System (GIS) and Remote Sensing (RS) applications. The
course consists of three components: a) hand-on practice on the GIS, b) introduction ofSatellite microwave remote sensing and Satellite rainfall estimation for hydrologicalsimulation, and c) introduction of Remote Sensing (RS) for inundation mapping.
２ Course Outline (Course Topics)
Week
１：Geographic Information System (GIS) (1) Understanding GIS data structures
２：Geographic Information System (GIS) (2) Working with ArcGIS and Q-GIS
３：Geographic Information System (GIS) (3) ArcGIS Data management
４：Geographic Information System (GIS) (4) ArcGIS Data processing
５：Geographic Information System (GIS) (5) ArcGIS Spatial analysis
６：Geographic Information System (GIS) (6) ArcGIS Hydrology analysis
７：Remote Sensing (1) Basic principles of satellite image
８：Remote Sensing (2) Preparation of satellite images from MODIS
９：Remote Sensing (3) Image analysis with ArcGIS
１０：Basis of Satellite microwave remote sensing & Satellite rainfall estimation
１１：Real-time Satellite rainfall observations (Global Satellite Mapping of Precipitation(GSMaP) and application of bias correction algorithm (1) case study (1)１２：Real-time Satellite rainfall observations (Global Satellite Mapping of Precipitation(GSMaP) and application of bias correction algorithm (1) case study (2)１３：Remote Sensing for Inundation Mapping (1) Application to water index
１４：Remote Sensing for Inundation Mapping (2) Case study
１５：Remote Sensing for Inundation Mapping (3) Group project３ GradingParticipation (100%)
４ Textbooks
4-1 Required
Material made by the instructors
4-2 Others

ANNEX 3

AnnexSubject: Site Visit of Water-related Disaster Management Practice in Japan
Course number：DMP3900E
Instructor：KOIKE Toshio
Term / Time：Fall through Summer
１ Course Description
This course provides opportunities for students to visit actual fields to study structuralcountermeasure and flood control practice in Japan so that they would experience and understandthe concept and ideas that can possibly be introduced to their countries. The course shall provide
insight of structural countermeasures, which include but not limited to, river levees, flood retarding
basins, dams, and Sabo structures. After each study-visit, students will be requested to submit areport describing the lessons they have learnt and discussion of any possibility to introduce theconcept to their countries.
２ Course Outline (Course Topics)
１：Diversion channel
２：Super levee
３：Weir, Water gate
４：Disaster management station
５：River administration in normal time
６：Awareness enlightening activities for flood (Flood mark, Water level indication tower, etc.)
７：Retarding basin
８：Metropolitan area outer underground discharge channel
９：Integrated flood management in urbanized river
１０：Dam
１１：Sabo work
１２：Traditional river works
１３：Pumping station
１４：Lake canal
３ GradingAttendance (60%), Report (40%)
If a report is late for the deadline, it will be not evaluated.
４ Textbooks
4-1 Required - handouts are planned to be provided by corresponding organizations
4-2 Others

ANNEX 4

AnnexSubject: Practice on open channel hydraulics
Course number：DMP3910E
Instructor：Associate Prof. YOROZUYA Atsuhiro
Term / Time：Fall through Winter
１ Course Description
The objective of this course is to understand the basic hydraulics with not only mathematicalexplanation, but also an experimental study, an field study, as well as other lecture. In thiscourse, students will learn, through the experimental study, 1) hydraulic phenomena, such as
hydraulic jump, water surface profile, and 2) usage of the experimental instrumentation. In thefield study, student will learn 3) the methodology of flow discharge measurement, such as
acoustic Doppler current profiler (ADCP), and non-contact current meter in actual river. In
addition to that, some other lecture relating to above two topics will be provided for deep
understanding.
２ Course Outline (Course Topics)
Week
１：Experimental study (1) about experimental study
２：Experimental study (2) Work at experimental facility (1)３：Experimental study (3) Work at experimental facility (2)４：Experimental study (4) Work at experimental facility (3)５：Experimental study (5) Discussion about results
６：Open channel flow (1) Review of governing equations
７：Open channel flow (2) Simplification of momentum equation
８：Open channel flow (3) water surface profile (1)９：Open channel flow (4) water surface profile (2)１０：Open channel flow (5) flow registance
１１：Field study (1) principal of ADCP
１２：Field study (2) principal of non-contact current meter
１３：Field study (3) work on actual river (1)１４：Field study (4) work on actual river (2)
１５：Field study (5) Discussion about results
３ GradingParticipation (100%)
４ Textbooks
Material made by the instructors

ANNEX 5

AnnexSubject: Hydrology
Class Name: Hydrology
Course Number: DMP2800E
Course instructor(Full Name): KOIKE Toshio, MIYAMOTO Mamoru
Academic Year: 2019 - 2020
Term: Fall through Winter1. Course Description:

Water is a key which makes a bridge between the socio benefit areas including agriculture and forestry,health, energy and human settlement and the geophysical and bio-geochemical water cycle processes inatmosphere, land and oceans. To establish a physical basis on water cycle, this course aims tointroduce important roles of water in climatological and meteorological processes and the basic
concepts of hydrology including understanding, observing and modeling of hydrologic processes.
Remote sensing and statistic and stochastic approaches are introduced as advanced facets ofhydrology.
2. Course Outline：(1) Water Cycle and Climate System
1) Roles of Water Cycle in Climate System
2) Water Cycle under Changing Climate(2) Hydrological Processes and Modeling1) Atmosphere-Land Interaction
2) Soil Moisture3) Surface Flow
4) Stream Flow
5) Ground Water
6) Runoff Modeling7) River Basin Hydrological Processes(3) Water Resources Planning and Management
1) Statistical Hydrology2) Flood and Drought Planning3) Climate Change Impact Assessment and Adaptation(4) Water Cycle Observation
1) In-situ Observation
2) Satellite Remote Sensing
3. Grading：
Active participation(25%), Short Reports(25%), Final Examination(50%)
4. Textbooks： (4-1:Required 4-2:Others)
ANNEX 6

AnnexSubject: Hydraulics
Course number：DMP2810E
Instructor：Prof. EGASHIRA Shinji, Assoc. Prof. HARADA Daisuke
Term / Time：Fall through Winter
１ Course Description
All flows formed in water environments such as river channels, irrigation channels, lakes andseas are subjected to conservation laws of mass, momentum and energy, and are described bymeans of partial differential equations. This course aims to obtain knowledge on water flows
formed in river channels and flood plains, and discusses methods to evaluate such flows.
Special attention are paid on open channel flow.
２ Course Outline (Course Topics)
1. Basic mathematical tools Partial differential equation
 Integral of the Partial differential equation
2. Governing equations for water flow -Conservation principles
 Mass conservation law
 Momentum conservation law
 Energy conservation law
3. Open channel flows
 Velocity profile and friction law
 Governing equations for open channel flow Water surface profile
4. Flood waves
 Flow and wave
 Dynamic wave, diffusive wave, kinematic wave
5. Flows over flood plains Modeling of depth-integrated flows with various obstacles
6. Transportation of substances (Mass conservation equations) Convective diffusion equation
 Dispersion equation
7. Similarity principle
３ Grading
50 points for reports and short quizzes
50 points for the examination at the end of semester
４ Textbooks
4-1 Required
 Egashira, S. (2016): Hydraulics, Lecture Note
4-2 Others

ANNEX 7

AnnexSubject: Basic Concepts of Integrated Flood Risk Management (IFRM)
Course number：DMP2820E
Instructor: TAKEUCHI Kuniyoshi
Term / Time：Fall through Winter1. Course Description
This course provides the basic concepts of “Integrated Flood Risk Management (IFRM)” as partof Integrated Disaster Risk Management. The formation of disaster risk will be explained inrelation to natural hazard, exposure, basic vulnerability and coping capacity. The concepts of
IWRM and IFRM will be introduced with the recent global challenges of sustainable
development policy. As concrete examples, IWRM at basin scale, Japanese flood management
experiences and some example of overseas application of the concept of IWRM will be
introduced. Anticipated future direction of risk management to cope with societal and other globalchanges will also be touched upon.

2. Course Outline (Course Topics)
1. Introduction: There is no such thing as a natural disaster. Disaster risk, hazard, exposure,vulnerability and coping capacity.
2. PAR Model: Root causes, progression of dynamic pressure and unsafe conditions.
3. ACCESS Model.
4. UN policies (1) UN initiatives on environment and development: From Stockholm to Rio+20.
5. UN policies (2) UN initiatives on disaster reduction: From Yokohama to Sendai.
6. IWRM and IFRM (1) Concept of IWRM.
7. IWRM and IFRM (2) Guideline for IWRM at basin scale.
8. Japanese experiences (1) Overview of hydrology and water resources.
9. Japanese experiences (2) Dark post-war period.
10. Japanese experiences (3) Comprehensive flood control measures and concepts from river to basin.
11. Japanese experiences (4) Current challenges and GEJET (L1 and L2 approach).
12. Japanese experiences (5) Ground subsidence, water pollution and waste water recycling;transdisciplinary approach.
13. Application examples of IFRM overseas (by WATANABE Masayuki).
14. Future Issues of IFRM: Climate change adaptation; Aging society; Depopulation; Social capital.
15. Final Examination.

3. Grading Active participation (30%), Reports (20%), Final Examination (50%)
4. Textbooks
4-1 Required
1.

Ben Wisner, Piers Blaikie, Terry Cannon and Ian Davis, At Risk -natural hazards, people’svulnerability and disasters- (Routledge, London & NY, 2004)

2.

UNESCO IWRM guidelines steering committee, IWRM Guidelines at River Basin Level: Part 1-1
Principles, 2-1 Part 2-1 Coordination, 2-2 Flood Management, 2-3 Irrigation. (UNESCO, 2009)

ANNEX 8AnnexSubject: Urban Flood Management and Flood Hazard Mapping
Course number：DMP2870E
Instructor：Prof. TANAKA Shigenobu
Term / Time：Fall through Winter
１ Course Description
This course is specifically designed to study urban flood management. In the first stage of thecourse, students will learn about Japanese systems for flood risk management, such as relevantlaws, river planning, flood control structures and comprehensive flood control measures forurban areas. The second stage aims to acquire knowledge required to promote early public
evacuation with a flood hazard map. Students will also study flood frequency analysis,
topography and psychological aspects underlying public behavior during disaster.
２ Course Outline (Course Topics)
Week
１：Laws for flood risk management in Japan
Prof. TANAKA
２：Local disaster management plan
Prof. TANAKA
３：Flood control planning
Prof. TANAKA
４：Flood control structure
Mr. FUKAMI
５：Case study of comprehensive flood control measures -Tsurumi river- Mr. IMBE
６：Flood frequency analysis (1)Prof. TANAKA
７：Flood frequency analysis (2)Prof. TANAKA
８：Flood frequency analysis (3)Prof. TANAKA
Prof. TANAKA
９：Flood hazard map
１０：Evacuation Plan with Flood Forecast
Prof. TANAKA
１１：Emergency operation
１２：Geomorphology around rivers and alluvial plain (1)１３：Geomorphology around rivers and alluvial plain (2)１４：Developments in social sciences on people’s reactions and responses to disasters
１５：Examination
３ GradingFinal Exam (70%) ，Attitude in the class(30%)
４ Textbooks
4-1 Required"Local Disaster Management and Hazard Mapping" (2009), ICHARM"Hydrological Frequency Analysis" (2019), Tanaka
4-2 Others

ANNEX 9AnnexSubject: Socio-economic and Environmental Aspectsof Sustainability-oriented Flood Management
Class Name: Socio-economic and Environmental Aspects of Sustainability-oriented Flood Management
Course Number: DMP2900E
Course Instructor (Full Name): Assoc. Prof. OHARA Miho
Academic Year: (2019 - 2020)
Term: Fall through Winter1. Course Description:
This course provides the basic understanding of socio-economic and environmental aspects of flood
management. The first stage of the course aims to study how to assess socio-economic impacts ofdisasters and manage the identified risk. The second stage of the course introduces environmental
aspects of flood management.
2. Course Outline：
1. Socio-economic impacts of disasters
2. Methodology for assessing socio-economic impacts (1)3. Methodology for assessing socio-economic impacts (2)4. Example of assessing socio-economic impacts (1)5. Example of assessing socio-economic impacts (2)6. Disaster information dissemination in Japan
7. Disaster information dissemination in Asia, Guest lecturer, Dr. MIKAMI, Tokyo City
University
8.

Disaster information dissemination in Asia, Guest lecturer, Mr. KODAKA, Keio University

9.

Effective use of information for disaster risk reduction (1)10. Effective use of information for disaster risk reduction (2)11. Environmental impacts of dams, Guest lecturer, Dr.UMINO, ICHARM
12. Environmental impacts of dams, Guest lecturer, Professor SUMI, Kyoto University
13. Sediment management in reservoirs, Guest lecturer, Professor SUMI, Kyoto University
14. Sediment management in reservoirs, Guest lecturer, Professor SUMI, Kyoto University
15. Exam
3. Grading：
50% Assignments and participation
50% Exams and short quizzes
4. Textbooks： (4-1:Required 4-2:Others)
Provided by the instructor
5. Note：ANNEX 10

AnnexSubject: Flood Hydraulics and River Channel Design

Class Name:
Course Number:
Course instructor:
Year:
Term:

Flood Hydraulics and River Channel Design
DMP3810E
FUKUOKA Shoji
2019
Fall through Winter１．Course Description:
This course provides the basic knowledge necessary for planning and designing the structural measures for
Integrated Flood Risk Management (IFRM). The course first describes the river administration and planning
for application of IFRM. Especially the methodology of comprehensive river management will be emphasizedthat includes planning of flood hydraulics, flood controls, river structures and sediment movement to river
channels. This will be followed by specific technologies of channel control and channel improvement.
２．Course Outline：
1. Characteristics and management of Japanese rivers (1)2. Characteristics and management of Japanese rivers (2)3. Hydraulic characteristics of flood flows (1)4. Hydraulic characteristics of flood flows (2)5. Time and space propagation characteristics of water level and discharge in flood flows (1)6. Time and space propagation characteristics of water level and discharge in flood flows (2)7. Flow resistance in rivers with compound channels.
8. Prediction method of flow resistance in compound channels.
9. Effects of channel vegetations on flood propagation.
10. Quasi-two -dimensional analysis of flood flows in rivers with vegetations.
11. Learning from natural rivers－Relationship between dimensionless width,
depth versus dimensionless channel forming discharge in stable rivers
12. Channel design harmonizing the flood control and river environment (1)13. Channel design harmonizing the flood control and river environment (2)14. Bed form and bed variation in sandy river
15. Diversion channel ensuring less inflow of sediment discharge during floods
３．Grading：
Reports (20%), Final examination (80%)
４．Textbooks： Textbook will be distributed to students in the class.

ANNEX 11AnnexRoland B.Stull: An Introduction to Boundary Layer Meteorology, KLUWER ACADEMIC PUBLISHERS.
J.R.Holton: An Introduction to Dynamic Meteorology, Academic Press.
Wilfried Brutsaert: Hydrology: An Introduction, Cambridge University Press
5. Note：ANNEX 12AnnexSubject: Mechanics of Sediment Transportation and Channel Changes
Course number：DMP 3820E
Instructor：Prof. EGASHIRA Shinji
Term / Time：Fall through Winter
１ Course Description
Sediment transportation takes place in various forms such as bed-load, suspended load,
debris flow, etc. and its spatial imbalance causes river bed degradation and aggradation,side bank erosion, sand bar formation and channel shifting. Such channel changes will besuitable for ecological systems, if they are within an allowable level. However, if theseare over some critical level, flood and sediment disasters will happen. This course
provides methods for evaluating sediment transportation and associated channel changes
with attention focused on basic principles of sediment mechanics. In addition, methods of
sediment management are discussed for disaster mitigation as well as for developing a suitablechannel condition.
２ Course Outline (Course Topics)
Week
１：Introduction (1)- Characteristics of sediment２：Introduction (2)- Sediment transportation and corresponding channel changes- Methods to evaluate channel changes
３：Mechanics of sediment transportation (1)- Parameters associated with sediment transportation
４：Mechanics of sediment transportation (2)- Critical condition for initiating bed load
５：Mechanics of sediment transportation (3)- Bed load formulas
６：Mechanics of sediment transportation (4)- Bed load formulas
７：Mechanics of sediment transportation (5)- Extension of bed load formula to non-uniform sediment
８：Mechanics of sediment transportation (6)- Suspended load
９：Mechanics of debris flow (1)- Constitutive equations- Debris flow characteristics over erodible beds
１０：Mechanics of debris flow (2)- A bed load formula derived from constitutive equations
１１：Bed forms and flow resistance (1)- Geometric characteristics of bed forms- Formative domain of bed forms

ANNEX 13Annex

１２：Bed forms and flow resistance (2)- Flow resistance
１３：Prediction of channel changes (1)- Governing equations employed in steep areas- Topographic change in steep areas
１４：Prediction of channel changes (2)- Governing equations employed in alluvial reaches- Topographic change in alluvial reaches
１５：Method to predict sediment transport process in drainage basins-Sediment management in drainage basin
３ Grading
50 points for reports and short quizzes
50 points for the examination at the end of semester
Notice: Either a report or a short quiz is assigned every two weeks, regarding questions
illustrated at the end of each chapter in Lecture Note.
４ Textbooks
4-1 Required
 Egashira, S. (2009): Mechanics of Sediment Transportation and River Changes, Lecture Note
4-2 Others Sturm, T. W. (2001): Open Channel Hydraulics, McGraw-Hill.
 Graf, W. H. (1997): Fluvial Hydraulics, Wiley.
 Julien Pierre: River Mechanics, Cambridge University Press(Website: http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=9780521529709)(http://www.amazon.co.jp/River-Mechanics-Pierre-Y-julien/dp/0521529700)
 Albert Gyr and Klaus Hoyer: Sediment Transport, A Geophysical Phenomenon, Springer
Netherlands(http://www.springerlink.com/content/q0x656/)
 Ashida K., Egashira S. and Nakagawa H. (2008), River Morphodynamics for the 21st Century,
Kyoto University Press (in Japanese)

ANNEX 14AnnexSubject:

Control Measures for Landslide & Debris Flow

Course number：DMP 3840E
Instructor：Prof. OHNO Hiroyuki
Term / Time：Fall through Winter１

Course Description
This course provides the necessary knowledge and understanding of landslide and debris
flow phenomena and their control measures necessary to exercise the IFRM. The lecture
will illustrate the devastating phenomena and the causes of landslides and debris flows andprovide the basic concepts of the measures for sediment-related disasters, so-called Sabo
Works which is executed in the hill slopes and the channels. It will cover the important roleof hazard mapping for sediment-related disasters in both structural and non-structural
measures.

２

Course Outline (Course Topics)
Week
１．Outline of sediment-related disasters and Sabo projects
２．Sediment yield, transport and deposition in a river basin（1）３．Sediment yield, transport and deposition in a river basin（2）４．Sabo planning and control of sediment transport
５．Planning and design of Sabo facilities
６．Restoration of vegetation on wasteland and its effects
７．Countermeasures for natural dams
８．Introduction of landslides
９．Survey and emergency response for landslides
１０．Permanent measures for landslide damage reduction
１１．Warning and evacuation system for sediment-related disasters
１２．Training of hazard mapping for sediment-related disasters (1)１３．Training of hazard mapping for sediment-related disasters (2)１４．Application of Sabo/landslide projects to other countries (1)１５．Application of Sabo/landslide projects to other countries (2)３Grading
Class participation (30%)

Report and final examination (70%)

４ Textbooks
4-1Required
4-2 Others

ANNEX 15

Prof. Ohno
Dr. Uchida
Dr. Uchida
Dr. Uchida
Dr. UchidaProf. Osanai
Prof. Osanai
Mr. Takeshi
Mr. Takeshi
Mr. Takeshi
Prof. Osanai
Dr. Uchida
Mr. Takeshi
Prof. Ohno
Prof. Osanai
Prof. Ohno
Prof. Osanai

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